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An English academic reading course for Dutch pre-university students
Abstract
In this research note we argue that reading lessons for the subject of English in Dutch pre-university education require adjustments. Currently, these lessons do not prepare students well for university reading. Too often, lessons emphasize searching for information, the dominant skill to pass the school exit exam. Instead, students would benefit much more from instruction on reading to learn and critical reading, which are important university skills. Moreover, the expository texts for English classes generally concern school subjects instead of genuine English content such as linguistics. To address these problems, we are in the process of developing an academic reading course focussing on linguistic topics to enhance students’ academic readiness, while at the same time adding depth and content to the subject of English in Dutch pre-university education. An empirical study to evaluate the effectiveness of this course will follow.
... Researchers and educators can use these insights to develop more effective strategies to enhance English academic reading proficiency among students. environments [12], agency and accountability in the academic reading of international graduate students using English as an additional language [13], the impact of English learner reclassification on high school reading and academic progress [14], reading English academic texts: evidence from ESL undergraduates' eye movement data [15], An English academic reading course for Dutch pre-university students [16], and students' metacognitive reading awareness and academic English reading comprehension in EFL context [17]. In this paper is concentrated on a bibliometric analysis of English academic reading. ...
... Academic reading [7], [9], [48], [11], [13], [16], [41], [43], [45]- [47] Reading comprehension [7], [10], [17], [48]- [51] Teacher [47], [52], [53] Cluster three (5 items) 'Students' (34) Academic English reading; ...
... Students [5], [6], [16], [17], [32], [33], [35], [37]- [39], [41], [42], [7], [44], [45], [47], [48], [54]- [59], [8], [60]- [63], [9]- [13], [15] Cluster four (4 items) 'Development' (10); ' Achievement' (6); Academic track; achievement; development; and foreign language. ...
This paper addresses a gap in the literature by conducting a bibliometric analysis of research on "English academic reading." The study aims to classify English academic reading articles, identify research trends, and explore popular and emerging topics in the field. To achieve these objectives, relevant articles were located using Publish or Perish software and assessed for quality using the Scimago Journal Rank (SJR). A total of 36 articles from 33 reputable journals, published between 2013 and 2023, were analyzed. Mendeley software managed references, while VOSviewer software classified the articles into six distinct research clusters. The most frequent keywords identified were ‘academic achievement,’ ‘academic reading,’ ‘students,’ ‘development,’ ‘English,’ and ‘case study.’ The analysis also revealed underexplored areas for future research, such as ‘academic performance,’ ‘English reading proficiency,’ and ‘extensive reading,’ among others. This study provides a comprehensive overview of the current research landscape on English academic reading. The findings highlight areas that have been extensively studied and suggest significant opportunities for further exploration. Researchers and educators can use these insights to develop more effective strategies to enhance English academic reading proficiency among students.
... Academic reading is critical reading (Groen et al., 2020;Padagas & Hajan, 2020) of long texts to study certain subjects (Padagas & Hajan, 2020), which is considered an important ability for students because they are always required to read in order to complete the tasks given by educators (Liu & Read, 2020), and is also considered a job that students cannot avoid to achieve educational success in higher education (Yulia et al., 2020). Furthermore, Schwabe et al. (2022) state that academic reading is vital for many aspects of our daily lives. ...
... Academic reading problems in higher education are still often found in various types of researches (Monje & Macasieb, 2020), such as using a very formal vocabulary and having a high content complexity which can make it difficult for students to understand the reading text they are reading if they do not have adequate knowledge (Hartshorn et al., 2017;Muñoz & Valenzuela, 2020). Another problem found is that many activities in academic reading learning emphasize the search for information in reading texts, whereas to get the benefits of reading is to implement critical reading as an essential skill for college students (Groen et al., 2020). Furthermore, Liu & Read (2020) found the problem in academic reading are comprehension in general, understanding implied meaning, understanding the main idea, local comprehension, integrating information within the text, reading speed, expeditious reading (e.g., skimming and searching), evaluating or critiquing information, integrating information from multiple texts, summarizing in one's own words, applying the knowledge to one's own writing, paraphrasing in one's own words, attention or focus, motivation or attitude toward reading, information retention, and amount of reading. ...
The study aimed at exploring students’ perception of implementing problem-based learning with blended learning in EFL academic reading. Quantitative and qualitative data were gained by applying a questionnaire and semi-structured interviews. The study occurred at the English Education Program at Muhammadiyah University of Mataram. The respondents involved in this research were thirty-four English foreign language (EFL) students who are joining an academic reading course. The result showed that students have positive perceptions of the use of problem-based learning with blended learning in teaching EFL academic reading. At the same time, the respondents found barriers preventing them from utilizing problem-based learning in teaching EFL academic reading such as requiring sufficient time to complete a topic or find out the solution to a problem, needing additional fees to buy internet quota, and needing prior knowledge in applying problem-based learning. Finally, the finding gained from two types of instruments recommended that PBL with blended learning can be applied in EFL academic reading.
R eading comprehension research has a long and rich history. There is much that we can say about both the nature of reading comprehension as a process and about effective reading comprehension instruction. Most of what we know has been learned since 1975. Why have we been able to make so much progress so fast? We believe that part of the reason behind this steep learning curve has been the lack of controversy about teaching comprehension. Unlike decoding, oral reading, and reading readiness, those who study reading comprehension instruction have avoided much of the acrimony characteristic of work in other aspects of reading. As it should be, much work on the process of reading comprehension has been grounded in studies of good readers. We know a great deal about what good readers do when they read: • Good readers are active readers. • From the outset they have clear goals in mind for their reading. They constantly evaluate whether the text, and their reading of it, is meeting their goals.
Texts form a powerful tool in teaching concepts and principles in science. How do readers
extract information from a text, and what are the limitations in this process? Central to comprehension of and learning from
a text is the construction of a coherent mental representation that integrates the textual information and relevant background
knowledge. This representation engenders learning if it expands the reader’s existing knowledge base or if it corrects misconceptions
in this knowledge base. The Landscape Model captures the reading process and the influences of reader characteristics (such
as working-memory capacity, reading goal, prior knowledge, and inferential skills) and text characteristics (such as content/structure
of presented information, processing demands, and textual cues). The model suggests factors that can optimize—or jeopardize—learning
science from text.
Argument and debate are common in science, yet they are virtually absent from science education. Recent research shows, however,
that opportunities for students to engage in collaborative discourse and argumentation offer a means of enhancing student
conceptual understanding and students’ skills and capabilities with scientific reasoning. As one of the hallmarks of the scientist
is critical, rational skepticism, the lack of opportunities to develop the ability to reason and argue scientifically would
appear to be a significant weakness in contemporary educational practice. In short, knowing what is wrong matters as much
as knowing what is right. This paper presents a summary of the main features of this body of research and discusses its implications
for the teaching and learning of science.
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